Over the last few months, I have been enrolled in Foundations of College Writing with Dr. Sherry. During the few months I had in this course, I have learned many different ways to use my writing skills effectively. In the beginning of the course, our class was making our personal pages and wikispaces accounts. While making our personal pages, Dr. Sherry informed us about the goals we were supposed meet by the end of the course. By doing several different projects, I have now met the requirements and aquired the abilities necessary to meet these goals. Below are each of the goals, and examples from my own work that show how I have met each goal.
Goal A - Students will be able to compose for particular audiences and purposes.
To reach this goal, one has to learn how to write appropriately for the person viewing it and why. Using information from my research in the CLUE assignment, I have developed three different genres to share my findings on the freshman 15. Each genre shared similar information but was created to target different types of audiences and for different purposes . The examples below are two of my own that I used to share information on the Freshman 15. Each one has a different purpose and was created to be appropriate for a particular group of people.
In this example, I created a poster for an audience of students. The purpose of the poster was to share information with students on the importance of diet and exercise. Students often have busy schedules, making it difficult for them to find the time to read anything that is not relevant to homework. Keeping that in mind, I developed a poster because it is an easy way to display information quickly. Students would most likely stop to read a poster for a minute or two rather than reading a six page informative essay on it. Posters are also a lot more attention getting and appealing than most genres. This makes it much easier to attract the attention of students. College students in this generation typically use technology on a regular basis. Knowing this I included a scan box at the bottom of the poster so students could use their phones and easily find other information on the topic. This example meets this goal perfectly, because its genre was chosen to be appropriate for its audience and purpose.
For this example, I created a brochure to share with the parents of incoming freshman at Bloomsburg. The purpose of this brochure was to share information with parents about the importance of healthy diet and exercise here at Bloomsburg. I chose to use a brochure because it was an organized and easy way to share various information. I organized each page with different headings, making it easier for a parent to flip through and find the information they are looking for. I also titled the brochure "Keep Your Child Healthy" in bold text, making it more eye catching and relatable to parents. This example shows how I reached this goal because it was developed to appropriately inform parents about the freshman 15 and what our university has to help with weight problems.
Goal B: Students will be able to compose using language and conventions appropriate to genre.
To reach this goal, one has to be able to write or present information using the style and rules of the form. In the CLUE project, I found information of my own and from others to answer a hypothesis I developed. To display this information, I organized it into an essay with five different sections (problem, background, method, findings, conclusion). In the problem section, I purposed my question on the existence of weight gain correlated within college freshman. In the background section, I provided information from other researchers to give the reader an idea of the topic. In the method section, I explained my process of how I collected research on the topic. In the findings section, I presented the data I have collected from my research. In the conclusion section, I explained the significance of my data and answered the question indicated in the problem section. This project shows I have met this goal because I have used different genres (problem, background, etc.) and used relevant information for each of those genres.
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
To reach this goal, one has to be able to find and evaluate information that will help to support a point. I have shown this ability in my CLUE project, using the 3 INs (INtroduce, INsert, INterpret). This three step formula is used to effectively make point, and use evidence to support that point in an effective and clear way. In my example, the three IN's can be found on the bottom of the page as a footnote. The INtroduce footnote is used to make a point or argument. The INsert footnote is used to show evidence that I have found that supports my point or argument. The INterpret footnote is used to conclude what I have found through the research and what it means to the point being made. This shows I have met the goal because I efficiently collected evidence, made my point, and supported it clearly and effectively.
Goal D: Students will be able to interpret and compose in a variety of media and print/non-print genres.
To reach this goal, one must be able to read and create in multiple ways, using multiple forms. In the EAR project, I have learned to take information on a topic and transform it into several different genres. In my project, I chose the topic of weight gain in college freshman, otherwise known as the freshman 15. Using research I have taking on my topic, I displayed the information into three different types of genres (poster, brochure, letter). To effectively create these genres, I used the CRAP principle (contrast, repetition, alignment, proximity) to clearly create a form of writing in an organized and attractive manner.
The first genre I created to share my information on the freshman 15 was a poster. To make my poster effective for a college student, I applied the CRAP principles. The contrast I used for the poster can be seen in the photos and color scheme. Because it was created for Bloomsburg students, I decided to use our schools colors and add our schools logo, the husky. I also used alignment to make the information appear more neat and organized. This shows I have met the goal because I effectively transformed information from an essay into a new different genre, a poster.
In this example, I used my research on weight gain to create a brochure. In my brochure, I used the CRAP principles to make it more attractive and effective. I used repetition in the colors and bullet points to make the genre look more organized and attractive. I also used alignment by creating text boxes to make it look more attractive. This shows I have met this goal because I effectively created an informative brochure to present my information on the freshman 15.
In this example, I created a letter to share my information on the freshman 15 to a potential employer. To effectively create this letter, I used a lot of contrast using colors, pictures, and bold text to make the form look appealing to its audience. I also used alignment to keep the text and boxes organized and structured. I also organized the text into sections (problem, findings, etc.) to clearly display and organize the information for the reader. This example shows I have met this goal because I used my research to develop an attractive, organized, and effective letter.
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
To reach this goal, one must be able to make revisions to their work both by themselves and with others. In my EAR project, I have revised work of my own by analyzing my poster. Through my first draft, I realized I did not effectively create work that was up to my potential. To fix that error, I used my criticism from my first draft to create a new and fully developed second draft. In my TELL assignment, I used criticism from Dr. Sherry develop a better and improved draft for my TELL assignment.
(Revised Draft)
The first draft I have developed lacked attractiveness and creativeness. The information in the poster was relevant, but was displayed in a single paragraph. I knew this draft was poor and ineffective. I needed to add contrast, organization, and more appeal to the draft. To improve my poster, I started from scratch and applied the things my original draft lacked. As a result, I created new poster with contrast, organization, and much more information. This shows I have met the goal because I was able to learn from my mistakes and apply them to create more effective form of writing.
TELL Project- Revisions from other peoples criticism
The last project I have completed was the TELL assignment. For this project, I was supposed to create three stories (from my past, present, and future) to help explain what I believed to be the purpose of an education. In my first draft, I was writing about stories that did not clearly link to each other. I also lacked good stories with strong descriptive details. By using Dr. Sherry's feedback, I was able to develop three stories that linked to each other and effectively described my idea of what it means to be educated. This shows I have reached this goal because I applied another persons feedback to improve the quality of my writing.
Doug Kennedy
Portfolio Final
Over the last few months, I have been enrolled in Foundations of College Writing with Dr. Sherry. During the few months I had in this course, I have learned many different ways to use my writing skills effectively. In the beginning of the course, our class was making our personal pages and wikispaces accounts. While making our personal pages, Dr. Sherry informed us about the goals we were supposed meet by the end of the course. By doing several different projects, I have now met the requirements and aquired the abilities necessary to meet these goals. Below are each of the goals, and examples from my own work that show how I have met each goal.
Goal A - Students will be able to compose for particular audiences and purposes.
To reach this goal, one has to learn how to write appropriately for the person viewing it and why. Using information from my research in the CLUE assignment, I have developed three different genres to share my findings on the freshman 15. Each genre shared similar information but was created to target different types of audiences and for different purposes . The examples below are two of my own that I used to share information on the Freshman 15. Each one has a different purpose and was created to be appropriate for a particular group of people.
Example 1: Poster
In this example, I created a poster for an audience of students. The purpose of the poster was to share information with students on the importance of diet and exercise. Students often have busy schedules, making it difficult for them to find the time to read anything that is not relevant to homework. Keeping that in mind, I developed a poster because it is an easy way to display information quickly. Students would most likely stop to read a poster for a minute or two rather than reading a six page informative essay on it. Posters are also a lot more attention getting and appealing than most genres. This makes it much easier to attract the attention of students. College students in this generation typically use technology on a regular basis. Knowing this I included a scan box at the bottom of the poster so students could use their phones and easily find other information on the topic. This example meets this goal perfectly, because its genre was chosen to be appropriate for its audience and purpose.
Example 2: Brochure
For this example, I created a brochure to share with the parents of incoming freshman at Bloomsburg. The purpose of this brochure was to share information with parents about the importance of healthy diet and exercise here at Bloomsburg. I chose to use a brochure because it was an organized and easy way to share various information. I organized each page with different headings, making it easier for a parent to flip through and find the information they are looking for. I also titled the brochure "Keep Your Child Healthy" in bold text, making it more eye catching and relatable to parents. This example shows how I reached this goal because it was developed to appropriately inform parents about the freshman 15 and what our university has to help with weight problems.
Goal B: Students will be able to compose using language and conventions appropriate to genre.
To reach this goal, one has to be able to write or present information using the style and rules of the form. In the CLUE project, I found information of my own and from others to answer a hypothesis I developed. To display this information, I organized it into an essay with five different sections (problem, background, method, findings, conclusion). In the problem section, I purposed my question on the existence of weight gain correlated within college freshman. In the background section, I provided information from other researchers to give the reader an idea of the topic. In the method section, I explained my process of how I collected research on the topic. In the findings section, I presented the data I have collected from my research. In the conclusion section, I explained the significance of my data and answered the question indicated in the problem section. This project shows I have met this goal because I have used different genres (problem, background, etc.) and used relevant information for each of those genres.
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
To reach this goal, one has to be able to find and evaluate information that will help to support a point. I have shown this ability in my CLUE project, using the 3 INs (INtroduce, INsert, INterpret). This three step formula is used to effectively make point, and use evidence to support that point in an effective and clear way. In my example, the three IN's can be found on the bottom of the page as a footnote. The INtroduce footnote is used to make a point or argument. The INsert footnote is used to show evidence that I have found that supports my point or argument. The INterpret footnote is used to conclude what I have found through the research and what it means to the point being made. This shows I have met the goal because I efficiently collected evidence, made my point, and supported it clearly and effectively.
Goal D: Students will be able to interpret and compose in a variety of media and print/non-print genres.
To reach this goal, one must be able to read and create in multiple ways, using multiple forms. In the EAR project, I have learned to take information on a topic and transform it into several different genres. In my project, I chose the topic of weight gain in college freshman, otherwise known as the freshman 15. Using research I have taking on my topic, I displayed the information into three different types of genres (poster, brochure, letter). To effectively create these genres, I used the CRAP principle (contrast, repetition, alignment, proximity) to clearly create a form of writing in an organized and attractive manner.
Example 1: Poster
The first genre I created to share my information on the freshman 15 was a poster. To make my poster effective for a college student, I applied the CRAP principles. The contrast I used for the poster can be seen in the photos and color scheme. Because it was created for Bloomsburg students, I decided to use our schools colors and add our schools logo, the husky. I also used alignment to make the information appear more neat and organized. This shows I have met the goal because I effectively transformed information from an essay into a new different genre, a poster.
Example 2: Brochure
In this example, I used my research on weight gain to create a brochure. In my brochure, I used the CRAP principles to make it more attractive and effective. I used repetition in the colors and bullet points to make the genre look more organized and attractive. I also used alignment by creating text boxes to make it look more attractive. This shows I have met this goal because I effectively created an informative brochure to present my information on the freshman 15.
Example 3: Letter
In this example, I created a letter to share my information on the freshman 15 to a potential employer. To effectively create this letter, I used a lot of contrast using colors, pictures, and bold text to make the form look appealing to its audience. I also used alignment to keep the text and boxes organized and structured. I also organized the text into sections (problem, findings, etc.) to clearly display and organize the information for the reader. This example shows I have met this goal because I used my research to develop an attractive, organized, and effective letter.
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
To reach this goal, one must be able to make revisions to their work both by themselves and with others. In my EAR project, I have revised work of my own by analyzing my poster. Through my first draft, I realized I did not effectively create work that was up to my potential. To fix that error, I used my criticism from my first draft to create a new and fully developed second draft. In my TELL assignment, I used criticism from Dr. Sherry develop a better and improved draft for my TELL assignment.
EAR Project- Self Revision
The first draft I have developed lacked attractiveness and creativeness. The information in the poster was relevant, but was displayed in a single paragraph. I knew this draft was poor and ineffective. I needed to add contrast, organization, and more appeal to the draft. To improve my poster, I started from scratch and applied the things my original draft lacked. As a result, I created new poster with contrast, organization, and much more information. This shows I have met the goal because I was able to learn from my mistakes and apply them to create more effective form of writing.
TELL Project- Revisions from other peoples criticism
The last project I have completed was the TELL assignment. For this project, I was supposed to create three stories (from my past, present, and future) to help explain what I believed to be the purpose of an education. In my first draft, I was writing about stories that did not clearly link to each other. I also lacked good stories with strong descriptive details. By using Dr. Sherry's feedback, I was able to develop three stories that linked to each other and effectively described my idea of what it means to be educated. This shows I have reached this goal because I applied another persons feedback to improve the quality of my writing.